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IN THIS ISSUE March 2021
Research Connections Updates
Monthly Spotlight
Other Featured Resources
This edition of Research Connections News & Resources explores the following: the relationship between child care worker employment and the economy; policy messaging for early childhood brain development; the initial implementation of the Child Care and Development Block Grant (CCDBG) Act of 2014 and perceived effects; an overview of early childhood policy in 50 states; takeaways from a 2019 series of child care and early education roundtables; and the relationship between disruptive classroom environments and quality teacher interactions.
Research Connections Updates
Research Connections’ collection includes many market rate studies, cost studies, and needs assessments. If you don’t see your state’s reports, feel free to let our librarians know at

Additionally, we’ve added several new resources to our State and Local COVID-19 Reports and Resources Related to the Impact of COVID-19 on Child Care and Early Education pages.
Monthly Spotlight
Child Care Over the Business Cycle
This paper examines the relationship between economic conditions and child care employment. Child care employment is particularly vulnerable to a negative economy and takes longer to recover from negative shocks than the economy at large. Additionally, the paper discusses the countercyclical nature of child care worker education and experience levels during times of high and low unemployment. Periods of high unemployment are associated with greater education and experience among teachers, as well as lower turnover rates.
Other Featured Resources

Early Childhood Matters: Recommendations for Messaging and Policy for Early Childhood Brain Development

This paper provides strategies and messaging tactics for those making policy recommendations supported by complex science and research. This paper showcases messaging tactics that communicate findings about early brain development and discusses variations in attitudes and knowledge of relevant policies among individuals living in Texas.

Initial Implementation of the 2014 Reauthorization of the Child Care and Development Block Grant

This paper covers how states initially approached policy changes outlined by the CCDBG Act of 2014 and examines states’ policy data. This paper also summarizes a July 2019 roundtable that brought together state child care policy administrators, child care providers, researchers, and federal staff to discuss the effects of the reauthorization and the challenges faced by states, providers, and families.

The Alliance for Early Success 50-State Progress Report on Early Childhood Policy

This report covers the U.S. early childhood policy landscape in 2020. It provides an overview of the policy issues addressed across the nation, and individual profiles for each of the 50 states. Each state’s profile provides information on the political landscape, policy priorities, and progress occurring within the state. This information can be used to target further early childhood policies and research across the U.S.

Supporting Working Families and Increasing Access to High-Quality Child Care: Voices from the Field: Roundtables Report

This report summarizes roundtable discussions hosted in 2019 by the Administration for Children and Families within the U.S. Department of Health and Human Services. The discussions involved a broad group of stakeholders, including providers; workers; families; employers in the community; and state, tribal, and local governments. The focus of these discussions centered on improving working families’ access to affordable, high-quality child care. These perspectives can bolster policymakers’ and researchers’ understanding of the problems facing the early care and education field.

Examining the Role of Preschool Classrooms’ Behavioral Composition as a Predictor of the Quality of Teacher-Child Interactions

This study examines how disruptive behavior in the classroom over the course of the year may affect the quality of teacher-student interactions over that same period. Results suggest higher levels of disruptive behaviors are associated with a decline in teacher-student interactions over the year. The paper considers factors that potentially mitigate that effect (e.g., holding a bachelor’s degree) or worsened it (e.g., more years of teaching experience). This resource may be useful when considering professional development and training for teachers.
Jefferson Consultants is looking for candidates to fill a Social Science Research Analyst position to support the Division of Child and Family Development within the Office of Planning, Research and Evaluation (OPRE). More information on the position and application process can be found here:
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Copyright © 2020 ICF, All rights reserved.

Until March 30, 2019, Research Connections was supported under grant #90YE0104 from the Office of Planning, Research and Evaluation (OPRE), Administration for Children and Families (ACF), U.S. Department of Health and Human Services (HHS). Research Connections is now supported by contract #HHSP233201500071I from OPRE, ACF, HHS. The contents do not necessarily represent the views of OPRE, ACF, or HHS. 

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